SM-21-003 Individual Grant Awards

University of Kentucky: Connecting and Networking for Suicide Prevention (UK-CAN) will create a new network at the University of Kentucky to decrease suicide attempts and deaths, increase help-seeking, and decrease stigma around mental health concerns on campus. This innovative project brings together expertise from across campus and is led by a team with substantial national experience in suicide prevention. UK-CAN is a new initiative that aims to reduce suicides by 1. Increasing network infrastructure; 2. Increasing training to respond effectively to students with mental and substance use disorders; 3. Increasing voluntary screening and assessment; 4. Providing outreach services to inform college students about available services; 5. Promoting linkage to hotlines and 6. Training campus and community clinicians in evidence-based practices. UK is the land-grant flagship university in the Commonwealth of Kentucky with an enrollment of more than 31,000 students. This project will serve all students at UK with special emphasis on those seeking mental health treatment, first-year students, veterans, diverse students and students in specific units such as Engineering, Nursing, Social Work and Agriculture. Online pathways will be developed to highlight wellness and mental health events, and guide students through completing these pathways. At least 1,000 students, faculty and staff will receive training each year with support from this project -- including a variety of gatekeeper approaches and evidence-based training for practicing clinicians and those in training. Campus infrastructure developed and further refined will strengthen continuity between units and collaboration in times of crises. UK:CAN will operate with the support of a wide array of campus partners and university administration at the highest levels. Through Connecting and Networking, our campus will see more students connected to university resources and each other, and a broad-based network of support for those at risk of suicide and overdose.

Case Western Reserve University's Connect2CWRU project will enhance and expand the availability of mental health and substance use services for students using a collaborative, evidence-based approach by focusing on gaps in outreach, screening, service, and coordination for populations of students that traditionally experience challenges to accessing services and help-seeking and have also been disproportionately affected by the COVID-19 pandemic. While Connect2CWRU will ultimately support all students, the following at-risk subpopulations will be prioritized: Black, Indigenous, and Persons of Color (BIPOC); Lesbian, Gay, Bisexual, and Transgender (LGBT), international students, veterans, and first-year undergraduate students. Connect2CWRU builds the capacity of the university to respond to students' mental health and substance use needs using a quality improvement approach and starting with those populations most impacted and at-risk, and then expanding to the campus population at-large. The project uses evidence-based frameworks, including The JED Foundation/Steve Fund Equity in Mental Health Framework and the Triple Aim Model of Quality Improvement. Additional evidence-based strategies will include building on institutional experience and replicating best practices, strengthening campus-wide and community collaborations to fully identify and utilize resources for identifying students at-risk, customized outreach to subpopulations, staff/faculty professional development, and database/resource dissemination. The project includes numerous objectives corresponding with the following goals: 1. Improve mental health services and supports for BIPOC, LGBT and international students by a) implementing evidence-based programming to decrease negative public attitudes and increase awareness and b) training staff and faculty in trauma-informed, anti-racist, anti-heterosexism, and culturally competent care/education delivery models to improve care and campus climate. 2. Enhance the university's capacity and ability to manage care transitions, including for students with known mental health or substance use disorders as they enter the university and during their first year in college. 3. Enhance the university's capacity and ability to identify and offer resources to students with mental health or substance use disorders, especially BIPOC, LGBT, veteran, first year, and international students. The project is expected to reach all students at approximately 11,465 each year and a total of 18,000 unduplicated students over the life of the grant; we also anticipate reaching 50% of faculty and staff over the life of the grant for a total of 2,000 individuals. Targeted activities will reach approximately 8,100 new undergraduate, BIPOC, international, LGBT, and veteran students each year, or 15,000 unduplicated over the life of the grant.

The program, "Project Thrive: Building resilience and well-being for student success" aims to build UWEC's capacity to provide well-coordinated, evidence-based services that help students thrive and reduce the risk for school failure due to mental health and AODA problems. This will be accomplished by 1) improving identification and intervention with students at-risk; 2) enhancing treatment services provided to all students; 3) developing programming to prevent the emergence or worsening of mental and substance use disorders, including suicide risk; and 4) building a centralized, collaborative network of service providers. This program will be delivered to the 10,000+ enrolled students annually, targeting our campus's high-risk populations such as students of color, military veterans, and LGBTQ+ students. The proposed program has four primary objectives driving our activities: 1) Reduce, by 15% each year of the grant, the number of students withdrawing/taking a leave of absence from school due to mental health/substance use/suicide. 2) By the end of the grant, reduce by 15% the number of students being hospitalized for severe psychiatric symptoms, suicide risk, and/or substance detox by enhancing mental health services. 3) Increase prevention outreach programming by 30% in each year of the grant to prevent the development or worsening of mental health/substance use disorders, including suicide, among students. 4) By the end of the first year, create a centralized wellness team to improve coordination of mental health, substance use reduction, and suicide prevention efforts on campus and in the community that will grow by at least 2 partners each year thereafter. To achieve these objectives, we will provide information and training throughout the year to students, faculty, and staff regarding effective response to students with mental health and substance use disorders. We will implement voluntary screening programs and create new programs for under-represented students to strengthen connections and perceived support on campus. Specialty and evidence-based interventions will be expanded along with substance use intervention, prevention, and recovery services. Our prevention programming and outreach will grow each year to support coping and life-skills among students, and a centralized wellness network will be created to support prevention and intervention services. This program is guided by the SPRC comprehensive approach to suicide prevention to ensure a comprehensive, well-coordinated, and sustainable infrastructure is created to reduce the adverse consequences of mental health and substance use disorders, including suicide and school failure, on our campus.

The purpose of the ECU Campus Suicide Prevention Grant Program is to facilitate a comprehensive approach to suicide prevention on the ECU campus. This program will increase collaboration of campus and community partners in the area of suicide prevention, train students faculty and staff to respond to students with mental and substance use disorders, administer voluntary mental and substance use disorder screenings, provide outreach services to inform students about available services, increase the number of materials provided on campus related to suicide prevention, conduct research to improve behavioral health of students, and support student groups via activities to reduce negative attitudes about disorders and promote mental health. The entire University student population will be targeted with the proposed program. This includes approximately 3,500 students attending ECU. Within this population, a number of vulnerable groups will be served including veterans, Native Americans, and LGBTQ individuals. Oklahoma is currently ranked 10th highest in the nation for suicide deaths, and it is the second leading cause of death for ages 10-34. ECU is public 4-year regional university. The university is located within the City of Ada, which has a population of approximately 17,235 and is the county seat of Pontotoc County with 38,284 residents. In addition, Ada is the seat of government of the Chickasaw Nation, and approximately 16.2% of the population within the targeted campus is Native American. Strategies and goals to be accomplished by this program include the following. Goal 1: Increase campus infrastructure and collaboration around suicide prevention. Objective 1A: Establish a Project Leadership Team consisting of a minimum of 12 campus and community partners by 12/31/2021. Objective 1B: Maintain 12 Project Leadership Team members throughout grant period (9/29/2024). Objective 1C: Facilitate Project Leadership Team meetings on a minimum of a quarterly basis through grant period (9/29/2024). Objective 1D: Via Project Leadership Team, conduct a yearly review and update of the crisis response plan by 5/31 each year. Goal 2: Train college students, faculty, and staff to respond effectively to college students with mental and substance use disorders. Objective 2A: Provide at least 700 students & employees with gatekeeper and other mental health and substance use awareness training programs by 9/29/2024 resulting in a ratio of 1 gatekeeper for every 5 students. (Rate of 200 in year 1, 250 in year 2, and 250 in year 3). Objective 2B: Provide said training programs to at least 2 targeted student groups per grant year with a minimum of 5-10 students in attendance from each student group by 9/29 each year. Objective 2C: Perform or engage in a minimum of 2 outreach services or events per fall and spring semester to inform college students about available mental and substance use disorder services, reaching a minimum of 100 students per semester (12/31 and 5/31 each year). Objective 2D: Provide 100% of students and employees with suicide prevention materials and other information by 9/29/2024. Goal 3: Administer voluntary mental and substance use disorder screenings and assessments. Objective 3A: Implement a voluntary online mental and substance use disorder screening tool available to all students, such as Well Track, by 5/31/2022. Objective 3B: Continue provision of screening and assessment tools to all counseling center clients throughout grant (9/29/24). Objective 3C: Review usage rates and feedback evaluation of new online tool at quarterly leadership team meetings and make any needed adjustments, additional promotion of tool, etc. within 3 month period (12/31, 3/31, 6/30, 9/29 yearly). Goal 4: Continue to conduct research to improve behavioral health of students. Objective 4A: Implement National College Health Assessment on biannual basis (during grant by 9/29/2023, following grant by 9/29/2025).

Our proposal, Implementing a Trauma-Informed Social-Ecological Approach to Campus Suicide Prevention at UNC Charlotte, adopts a public health approach to suicide prevention among 30,000 college students. In response to several campus and regional traumatic events in recent years, the program seeks to build sustainable trauma-focused, resilience-oriented campus suicide prevention policies, programs, and networks. Populations Served: The following groups are served across program components: (1) faculty, staff, and administration; (2) high risk student groups (i.e., international, graduate, and military-affiliated students); (3) students experiencing stress, mental health and/or substance use concerns; (4) police officers, and; (5) a range of Charlotte, NC area community partners (e.g., VA Medical Center, LGBT youth-serving non-profit). Strategies/Interventions: The following programs will be implemented. First, campus healthcare staff will receive advanced training in brief trauma-focused interventions and evidence-based suicide risk assessment and management practices. Second, QPR gatekeeper training will be vigorously expanded to strengthen certified campus trainers and reach key campus stakeholders (e.g., law enforcement, faculty, military-affiliated students). Third, we will offer an interprofessional education suicide prevention course for health professions students. Fourth, a novel bystander intervention program for problematic drinking will be piloted. Fifth, we will conduct a needs assessment and pilot Niner Resilient, an empowerment and social connectedness enhancement workshop for graduate and international students. Sixth, we will offer annual on-campus mental health screenings. As a culminating activity, we will establish a campus suicide prevention strategic plan, inclusive of a campus-community referral network, in order to sustain and codify grant policies and programs. Project Goals & Objectives: Goal 1 seeks to establish the campus strategic plan and campus-community referral network. Goal 2 will enhance QPR infrastructure by certifying 7 more trainers and offering training to 600 students, staff, faculty and police officers. Goal 3 features training enhancement in advanced trauma-informed and suicide prevention skills for 20 campus health staff and 50 health professions students. Goal 4 will expose 50 students to a new bystander intervention program for problematic drinking. Goal 5 seeks to conduct a needs assessment of 50 graduate and international students, followed by resilience building and social connectedness programming for 50 such students. Goal 6 is to provide on-campus mental health screening for 150 students. The UNC Charlotte team has designed a grant program that responds to the recent traumatic events on the campus and surrounding Charlotte, NC community. Using trauma-informed, social-ecological, and community-academic partnership approaches, this grant will improve the infrastructure needed to identify students in distress, provide evidence-based care, serve high risk groups, innovate in alcohol and suicide prevention programming, and sustain gains achieved over the grant period.

The INTERcontigo project of the Aguadilla Campus at Inter American University of Puerto Rico (IAUPR) will develop a comprehensive approach to suicide prevention that will serve all students on campus and focus on the undergraduate student population between 18-34 years of age and of Hispanic/Latino descent. IAUPR is a private, nonprofit, four-year Hispanic serving institution located in NW Puerto Rico. Total enrollment during the 2019-2020 academic term was 4,003 (3,806 undergraduates and 124 Veterans) with 99.8% Hispanic, 87% Pell-grant recipients. Student wellbeing must be understood within the context of traumatic stress related catastrophes including hurricanes, earthquakes and the present day COVID-19 pandemic. Available data suggests that our students are seriously thinking about suicide and have made suicide attempts and, in the fall of 2019, one student died by suicide. To mitigate the state of mental health on campus, the program will center around following goals and objectives: (G1) To improve the suicide preparedness infrastructure on campus in order to prevent and respond to student suicide, Obj. 1a. Establish the Office of Suicide Prevention and Education Obj. 1b. Create a network infrastructure (G2) To train faculty, staff, and students to identify and respond effectively to students with mental health and substance use disorders using evidence-based training. Obj. 2a. Certified 12 faculty and staff as QPR Gatekeeper Trainers. Obj. 2b. Certify 12 faculty and staff as QPR Gatekeeper Trainers. Obj. 2c. Train 100% of faculty, staff, and student leaders to identify students who show warning signs of suicide using QPR, gatekeeper training. Obj. 2d. Train 100% of administrative leaders, university mental health professionals, field education students placed in university training centers and clinics to administer the Columbia-Suicide Severity Rating Scale C-SSRS to screen students at risk of suicide. (G3) To increase student access to mental health care and substance use related services on campus. Obj. 3a. Provide coordinated case management, one-on-one counseling to at least 500 students from February 2022 to September 2024. Obj. 3b. Facilitate at least two (2) monthly student support groups per semester beginning in February 2022 and reaching at least 400 students each by September 2024. (G4) To increase help-seeking behaviors and reduce the stigma of mental health and substance use disorders by increasing access to information. Obj. 4a. Develop a campus suicide prevention and wellness website with up-to-date mental health information, campus mental health appointment links, emergency contacts, & resources by May 2022 and reach 2,500 students by September 2024. Obj. 4b. To administer at least 400 voluntary mental and substance use disorder screenings and assessments through online mental health screenings by September 2024. Obj. 4c. Educate and disseminate informational materials to students, families, faculty, and staff to increase awareness of mental and substance use disorders through a campus-wide mental health social messaging campaign that will reach at least 2,500 students and 200 veteran students by September 2024. Obj. 4d. To conduct outreach services to at least 1,500 students about available mental and substance use disorder services through open houses, psychoeducation workshops, and mental health fairs from August 2022 - September 2024. The project will target 2,500 students annually and 5,000 throughout the lifetime of the project.

The University of Arizona (UArizona) Campus Health Service (CHS) and the Southwest Institute for Research on Women (SIROW) propose Project Lifeline, a comprehensive suicide prevention strategy to reduce the incidence of suicide, suicide attempts and other related risk factors such as alcohol and other (AOD) misuse/abuse among students at UArizona with a special emphasis on high-risk student populations such as LGBTQ students and veterans. Located in Tucson, UArizona is a large public institution (around 47,000 students) with over 46% from an ethnic/racial minority and 55% female. Approximately 5% identifies as LGBTQ and over 1800 are veterans receiving GI Bill benefits. On a 2020 survey, 64% of UArizona students reported consuming alcohol, 26% used marijuana, 0.3% used pain pills and 3% used sedatives, not prescribed to them in the past 30 days. Twenty percent had been diagnosed with depression and 25% with anxiety. Fifty percent felt hopeless and 84% felt overwhelmed at least once during the past year. Seventeen percent reported at least mild suicidality, 1.5% had attempted suicide and 3 students died by suicide in the past year. These risk factors indicate the strong need for comprehensive suicide prevention on campus. In collaboration with a wide variety of campus and community partners, CHS ad SIROW's Project Lifeline will address the following objectives. 1. Increase collaboration among campus departments and the Tucson community to address student mental and behavioral health needs; 2. Increase knowledge and willingness of students and campus personnel to respond effectively to students with mental health (MH) and behavioral health (BH) problems that lead to school failure, such as depression, substance abuse and suicidal thoughts and attempts; 3. Increase students who are screened and assessed for MH and substance use disorders; 4. Increase awareness of campus and community resources that can identify, assess and treat MH problems; 5. Increase help seeking for MH and BH problems; 6. Decrease suicide attempts and related risk factors; 7. Institutionalize effective program components and disseminate information at local, state and national levels. To address these objectives, the project team will provide gatekeeper training to 400 individuals per year, educational presentations to a minimum of 400 individuals per year, screen a minimum of 5000 students per year for MH and BH problems and use campus-wide efforts such as student driven activities and media with the potential to be seen by most students.

Maryville College (MC) proposes First StEPS (Mental Health and Other Drugs (AOD) Education, Prevention, and Support Services for Students Project.) First StEPS will help build the suicide prevention infrastructure at MC to recognize and respond to students at risk, especially first-generation and low-income college students. First StEPS will serve 350 participants per year (300 students and 50 staff) and a total of 1,050 participants total. The project responds to each of the four required SAMHSA activities including (1) strengthening teams across campus to identify, educate, and intervene with students and expanding partnerships with external partners to provide education, training, and coordinated mental health services; (2) Question, Persuade, and Refer (QPR) gatekeeper training for students, faculty, and staff and Everfi AlcoholEdu and mental health/well-being awareness education and training for students; (3) Training on and implementation of the SASSI online screening tool for substance use disorder; and (4) Provision of a variety of outreach services including expansion of the college website, informational sessions, promotion of 24/7 access to mental health services beyond business hours, creation of satellite locations across campus where students can easily and confidentially access counseling services, and presentation of a variety of mental health/substance use workshops across campus. Additional, allowable activities will include education and dissemination of information materials, promotion of the National Suicide Prevention Lifeline, support of college student groups on campus, and development and support of evidence-based practices and emerging best practices. In fall 2020, 23% of MC students identified as first-generation and more than half (52%) were low-income (Pell Grant-eligible). About 70% of students lived on campus. Over 77% of students were from Tennessee, where high-risk behaviors contributing to mental health issues occur early in the lives of young people (CDC, 2019). In spring 2019, MC administered the "Healthy Minds" survey, which revealed that 61% of students used campus counseling services and/or psychiatric medication; over half (53%) qualified as having depression; 20% reported suicidal ideation; and 63% indicated that they engaged in binge drinking during the two weeks prior to completing the survey. Five First StEPS goals focus on (1) mobilizing a multidisciplinary network of internal and external partners; (2) strengthening support for MC students at risk for mental illness and substance use disorders (SUDs) that can lead to postsecondary failure; (3) preventing mental health and SUDs; (4) promoting help-seeking behaviors and reducing stigma; and (5) improving the identification and treatment of at-risk MC students to ensure academic goal completion. Objectives will measure the effectiveness of the internal/external network, increases in student participation in mental health and SUD screenings and assessments; increases in the number of gatekeepers who can identify students in crisis; increases in help-seeking behavior; and improvement of data-driven decision-making focused on student mental health issues.

Well Lancers: Creating a Culture of Wellbeing with Expanded Mental Health Services is designed to establish a network of mental health providers to enhance capacity to support students affected by trauma; increase accessibility to on-campus and virtual behavioral health services; and develop a coordinated response plan to better manage mental health crises. Longwood University (LU), in Farmville, Virginia, enrolls 4,841 students. The student body is 70% female and 28% minority (12% Black or African American). More than one-fourth of students (27%) are Pell recipients, and 18% are first-generation college students. Most LU students are from Virginia, and 35% hail from rural communities. The mental health needs of students are reflected in the high demand for counseling services. Between 2015 and 2019, LU counseling services (CAPS) saw a 20% increase in clients. Trauma and violent events are growing concerns among students. Students utilizing CAPS report a family history of mental health (34%) or substance use (27%) concerns, childhood emotional abuse (18%), childhood physical abuse (6%), and sexual violence (15%). The goals of this project are to (1) increase the capacity of the LU community to support students' mental health needs; (2) expand suicide prevention efforts through an evidence-based, skills-focused wellbeing and resiliency initiative that provides opportunities for all students to be positively engaged; and (3) expand and refine comprehensive and coordinated approach to identifying and supporting students with mental health issues. Activities include hiring a full-time psychologist (trauma specialist) to better support students experiencing trauma, providing additional clinical hours to students seeking one-on-one coaching sessions focused on effective coping skills, developing and implementing a new workshop to teach students effective strategies for engaging in wellness-focused actions, training CAPS clinicians in the single-session therapy modality to increase appointment options and thus support more students with solution-focused treatment, and providing trauma-informed education to RAs and faculty and staff, in part through presentations about Adverse Childhood Experiences (ACEs). LU will provide coordinated 24/7 access to crisis assessment, intervention, and stabilization for students with urgent mental health needs by offering ProtoCall Services telephonic behavior health services and will provide expanded wellness services through app-based WellTrack. CAPS will implement a stigma-reduction campaign to make students aware of WellTrack training modules and voluntary mental health screenings and assessments. The project team will develop a holistic communication plan and related outreach materials to reach incoming students and families during orientation programs and families during a student's mental health crisis. A Post-incident Review Team will be established to debrief and evaluate responses to student mental health crises and to adaptively manage reentry planning for students returning to campus after a mental health crisis. Each year, the project will provide training for 210 faculty/staff and 60 RAs, services to at least 3,800 students, and outreach materials to 1,080 families, for a total of 10,775 individuals served over the grant period.

Austin College (AC) in Sherman, Texas is poised to launch a new program, Austin College Targeted Outreach and Intervention for Mental Health, Suicide, and Substance Abuse (ACT Out), to enhance recognition of and response to students at-risk for suicidal thinking or behavior through specialized training and other evidence-based approaches. The program will provide dedicated programming to vulnerable populations within the study body on AC's diverse campus such as minorities (48%), first-generation students (22%), and LGBTQ individuals (30% of students utilizing counseling services). In the 2020-21 academic year, AC had an enrollment of 1,294 students. Last year, 25 students identified self-harm as a current problem, compared to only eight the year before. Staggeringly, since 2017, three suicide attempts were made each year and two students committed suicide. With a small student body, these are not merely statistics, but traumatic incidents impacting the entire campus community. The ACT Out program seeks to implement several evidence-based strategies with collaborative partners to better serve the needs of our students, such as: (1) assessing student needs through Healthy Minds Study with systematic data collection and monitoring through Medicate; (2) training faculty and students in QPR Gatekeeping and Mental Health First Aid; (3) hiring a full-time Project Coordinator and Peer Wellness Educators to provide outreach and programming; (4) developing culturally sensitive trainings to better serve vulnerable populations; and (5) offering voluntary screenings for depression, anxiety, and risk of substance use disorders. The overarching goals of ACT Out are: (1) to create a campus culture that is inclusive of differences and is sufficiently knowledgeable and culturally sensitive to respond appropriately to a person with a mental health issue; (2) to enhance the network infrastructure by adding referral sources, community members, and stakeholders to create a strong safety net of support for AC's community; and (3) to increase the effectiveness of counseling services to better serve the AC population. The proposal's objectives include adding 25 hours weekly of outreach planning; increasing clinical services by 15 hours weekly; establishing an advisory committee; expanding the network of referral partners by two annually; conducting ongoing assessment; implementing targeted outreach to vulnerable populations; improving cultural competency of faculty and staff; and incorporating mental health education into the required freshman First Year Experience. AC has a strong foundation from which to launch ACT Out, consisting of an established network of partners working with AC's highly trained and experienced staff. With the award of the proposal, approximately 650 students each year can be served, for a total of 1,950 students benefitting from improved services over the entire grant period.

The University of Houston - Downtown is a large, urban public university with a fall 2020 student enrollment of 15,239, the majority of which was undergraduates (87.9%). The student population is highly diverse with 52.4% identifying as Hispanic, 19.6% of students identifying as Black, and an additional 11.3% affiliating with another ethnic minority group. However, despite the large number of students, only a small percentage (3%) currently utilize the no fee student counseling services available, despite evidence of need for such mental health services. The purpose of this GLS grant application is to: 1) increase relationships between community and campus mental health providers, 2) provide students, faculty and staff with suicide training, 3) provide mental health, substance use, and sleep screening across campus, 4) increase student knowledge of mental health and resources, 5) reduce mental health stigma, and 6) provide evidence-based mental health services. Through this funding, we aim to screen 1,000 students, faculty, and staff in mental health, substance use, and sleep, train 1,000 people in suicide awareness and prevention, and together with the counseling center provide no cost mental health services to 500 students per year. Additionally, we will provide speakers on campus, no cost trainings to Houston Independent School District (HISD) psychologists and other professionals in the field, and trainings and educational seminars to students at orientation and other events and activities. Although funding would only last three years, it is hoped that because the timing of this grant will coincide with the transition of student counseling services to an in-house system, we can work with the counseling center to ensure that the effective identification, intervention, and prevention of suicide are core to the mission from the very beginning. Furthermore, the outreach efforts of this grant would help to increase visibility of the center, precisely as it is in its renaissance.

The PSU Campus Suicide Prevention Collaborative is a joint project of the School of Social Work and the Center for Student Health and Counseling (SHAC) at Portland State University (PSU) in Portland, Oregon. The Collaborative will include students, faculty and staff and will provide suicide prevention outreach, training, screening, assessments and/or services to PSU's 23,979 enrolled undergraduate, graduate and international students. The Collaborative will also develop suggested prevention and postvention protocols for all departments and offer ASIST suicide intervention trainings to clinical faculty, staff and students on campus. Students at the highest risk of suicide, particularly the following high-risk groups, will receive targeted prevention strategies: students in recovery from alcohol or other drug use, students who are veterans or have served in the military, LGBTQ+ students, international students, and students living with autism. Grant strategies include (1) expanding and enhancing SHAC's network of behavioral healthcare providers both on and off-campus, (2) creating site- and population-specific online suicide prevention training modules based on evidence-based QPR, Mental Health First Aid and ASIST, (3) providing in-person ASIST suicide intervention trainings to clinicians and clinical students on-campus, (4) conducting targeted outreach through peers and student organizations to reduce negative attitudes about behavioral health disorders and inform students about available resources, and (5) providing voluntary suicide risk screenings and assessments as well as evidence-based and emerging clinical treatment services and/or referrals. PSU's Center for Student Health and Counseling (SHAC) will screen 800 students for suicide risk and provide services to 100% of those students who identify as at-risk during the three year project period. Evidence-based services include the Counseling Center Assessment of Psychological Symptoms (CCAP-34), which screens for depression, suicidal thinking and alcohol use, the Stanley-Brown and the My3 suicide safety planning tools, Collaborative Assessment and Management of Suicidality (CAMS), Cognitive Behavioral Therapy (CBT), Eye Movement Desensitization and Reprocessing (EMDR), and components of Dialectical Behavior Therapy (DBT). PSU's Regional Research Institute will track and assess project implementation, sharing outcomes and lessons with the Collaborative for program planning purposes. The anticipated project period is September 30, 2021 through September 29, 2024.

The Texas A&M University Suicide Awareness & Prevention Project will expand its comprehensive, collaborative, well-coordinated approaches to reduce risk of suicide and substance-related death for over 70,000 TAMU students. SAPO will enhance prevention efforts to increase current the mental health outreach infrastructure, collaboratively address substance abuse, and proactively incorporate strategies to combat the impact of the pandemic. The project will serve the 69,000 Texas A&M students on the main campus, as well as an additional 5,000 distance learners located at special purpose campuses. Texas A&M is a Tier 1 research institution with a student population that is 54% White, 22% Hispanic, 8% Asian, 3% Black, and 8% International Students. Texas A&M is consistently one of the top-ranking schools in the country for veterans. A&M is also home to the Corps of Cadets, a leadership training program that commissions more military officers than any other institution with the exception of the nation's service academies. The estimated rate of college student suicides is 7.5 per 100,000 students. This equates to between 4 and 5 deaths by suicide per year. Due to the efforts of Suicide Awareness & Prevention Office (SAPO) in previous grant years, students' deaths by suicide decreased to average 3 deaths per year. However, at the onset of the 2020 academic year, with 70% of classes offered through distanced learning, there have been 5 students who have died by suicide. The Suicide Awareness & Prevention Office will continue to improve its campus-wide collaborative efforts to increase campus knowledge of mental health resources, increase identification of at risk students, and coordinate gatekeeper training programs like QPR and Kognito-At-Risk. In addition, the office will work to update and improve these efforts to account for the increased mental strain and safety constraints caused by the pandemic. Project goals include expanding current outreach activities by creating additional suicide prevention programs and events with a focus on virtual activities, increasing campus knowledge of mental health resources, substance abuse, and pandemic resources, as well as coordinating campus resources to increase CAPS's capacity to identify students at risk. Objectives also include partnering with the Health Promotions office to create substance abuse program materials and develop academic resources for faculty, staff, and students. Over the life of the grant, 100% of the campus population will continue receiving information about suicide prevention resources with the addition of substance abuse resources. All SAPO outreach and training programs will be designed for both physical and virtual delivery. Through these efforts SAPO will more efficiently address students' distress effects of the pandemic and strengthen its campus suicide prevention infrastructure.

Azusa Pacific University (APU) serves just over 9,000 undergraduate, graduate, and doctoral students annually. This project will enhance campus mental health infrastructure for a centralized system of data collection and outcome tracking, and create a more integrated and aligned protocol for screening, training, and linkages. APU will employ the National Standards for Culturally and Linguistically Appropriate Services (CLAS) to ensure the needs of vulnerable student populations are addressed throughout project planning and implementation. Approximately 3,000 individuals will be served annually. Goal one is to increase APU capacity, awareness and skillset to identify, prevent, and respond to high risk behaviors that contribute to self-harm or substance abuse. Objective 1: Train 100% of all new faculty and staff on Safety in the Curricular Setting, and the emotional and psychological impact of virtual learning by September 29, 2022, and every year thereafter. Objective 2: Project staff, in collaboration with the Registrar Office, will use the EVERFI mental well-being curriculum to train 100% of APU incoming freshmen on resilience, self-care, and campus resource awareness, by December 15, 2023. Objective 3: Train 100% of APU students, faculty and staff on university protocol for identifying, preventing and responding to the high risk behaviors associated with self-harm or substance abuse by September 29, 2024. Objective 4: Project staff, in collaboration with the Provost Office, will distribute a minimum of 6 campus-wide wellness messages by September 29, 2024. Goal two is to increase APU capacity for capturing and responding to high risk behaviors across campus by implementing aligned service integration and data collection systems. Objective 1: Project staff will train 100% of therapists at the University Counseling and Community Counseling Centers on conducting culturally sensitive psychosocial, substance use, and suicide risk assessments, by September 29, 2022, and every year thereafter. Objective 2: Project directors, in partnership with Campus Safety and Student Wellness, will develop and implement a centralized and accessible database system to capture student at-risk behavior and outcomes by September 29 2024.

Augmented Resource and Service Delivery for Mental Health at Arizona State University (ASU), is designed to build an infrastructure for developing and implementing selective and indicated prevention strategies to reduce mental health and substance abuse indicators impacting academic success among students who are most at risk for these challenges, including Lesbian, Gay, Bisexual, and Questioning (LGBQ), gender non-binary, Black, Indigenous, People of Color (BIPOC) disabled, 21-24 year old, and veteran students. Goals for this project are to enhance and scale a comprehensive, collaborative, evidence-based outreach model and increase student help seeking behavior to reduce mental health and substance abuse indicators impacting academic success among at-risk subpopulations across four ASU campuses in the greater Phoenix area. These goals will be accomplished through the development of a comprehensive training program and support groups designed for student leaders to facilitate; development and dissemination of informational materials and videos; with education, groups and messages aimed to increase skills, knowledge, helping and help-seeking behavior; and by increasing access to mental health support through telehealth counseling, crisis text and call service 24/7; improving the referral process; providing professional-led therapeutic groups and student-led support groups. Central to the plan is the formation of a 10-member Counseling Services Outreach Team (CSOT) comprised of ASU Counseling Services mental health professionals and Live Well @ ASU health promotion/prevention services professionals who will work together to implement the grant project; and the formation of a 10-member Mental Health/Substance Abuse Outreach Advisory Group (OAG) comprised of students representing LGBTQ, BIPOC, disabled, veteran and age specific groups, who will serve as consultants and collaborators for the CSOT. Project objectives are to decrease the severity of mental health and substance abuse indicators impacting academic success by 5%, and to increase student mental health service utilization by 20%, by September 30, 2024. We aim to increase training participants by 20% annually in order to accomplish these objectives. Baseline for participation by the identified selective and indicated student populations will be measured in year one and subsequently increased by 20% annually. Overall, the number served directly through the programs and services outlined in the project proposal are 9,500 for year 1, 12,000 for year 2, and 17,000 for year 3.

Boise State is seeking the GLS grant to help fill current education, resource, and infrastructure gaps that exist for students that may be struggling with mental health and/or substance use. Boise State is committed to implementing the Thriving Broncos Project, a comprehensive suicide prevention program to enhance efforts already underway. From fall 2015 to fall 2020, Boise State University had eight students complete suicide. In fall 2020 alone, 10 Boise State students have attempted suicide and there has been an increase in the number of students experiencing anxiety, isolation, and trauma. The Boise State Dean of Students currently provides early intervention, outreach activities and postvention recovery support, and acts as the clearinghouse for prevention training and education, consultation and disseminating concerns for students to other departments. Positive steps are taken to collaborate between area hospitals and community agencies, but there are still gaps in campus-wide protocols and procedures to address. The Thriving Broncos Project will continue to build healthy approaches that break down institutional silos, meet students where they are at, increase empathy, and embed student wellbeing in the fabric of the institution. Grant funds will be used to continue developing comprehensive, coordinated, and sustainable suicide prevention efforts on the Boise State campus. To achieve this purpose, Boise State has established four primary goals: (1) Create positive, systemic change on campus through assessment and development of a comprehensive mental health strategic plan; (2) Implement a training model that provides the tools and resources to assist in the effective response to student mental health and substance use issues; (3) Expand student support infrastructure through bolstering partnerships with key community agencies and stakeholders; and (4) Increase outreach and early intervention efforts to help leverage resources and increase help-seeking behavior. Measurable objectives for this program include creating purposeful structure and assessment; training key academic stakeholders on best practices and resources to improve responsiveness to student behavioral health challenges; collaborating with community providers to support a continuum of care for Boise State students; and embedding training and education to reduce risk-taking behaviors into administrative processes. These strategic efforts will strengthen infrastructure and community relationships, promote wellness and help-seeking, and amplify outreach to vulnerable student populations, with a focus on first generation, commuter (live off campus) students in their first year of college. Boise State prides itself as being a veteran-friendly campus and has been recognized for its dedication and service to veterans. Thus, increasing access and services to student veterans will also be a priority. Estimated number of people to be served in year one of the project: 500; year two: 2,000; and year three: 4,000. Total number of people served: 6,500.

The project will build a comprehensive, holistic, and multidimensional model of support for student mental health to address institutional gaps and student needs. The project staff will work collaboratively with UMN Morris and UMN System wide colleagues to utilize proven and emerging practices to implement activities aligned with project goals and objectives. The project will service a diverse student body of 1,243 undergraduates each of the three academic years of the project. While most students are traditional ages (18-24 years, 95%) and enrolled full-time (96%), 76% of US degree-seeking students identify being from one or more populations traditionally underserved in higher education - first generation, Native American, BIPOC, low income, and/or LGBTAIA2S+ populations. Nearly half (48%) of students have been diagnosed with a mental health condition, up 18 percentage points in five years. Native American and LGTQIAS2+ students have higher rates of diagnosis - 55% and 72% respectively. Three percent of students report they attempted suicide in the past year. The project will build partnerships leveraging Student Counseling, Native American Student Success (NASS), and Resource Center for Gender, Women, and Sexuality contacts and resources to deepen care for Native American and LGBTQIA2s+ students, add culturally relevant resources through Morris Let's Thrive, and foster more relevant resource referrals to address cultural barriers to mental health, build resilience, and lessen adverse childhood experience (ACE) impacts. The project goals are to cultivate a culture of student wellbeing, bolster mental health management to elevate student wellbeing and success, and to create and enhance campus-wide substance use prevention, harm reduction training, and high-risk use/crisis interventions. Measurable objectives include increased student engagement in wellbeing programs; increased faculty/staff/peer mentor training; fostering relationships with at least 10 campus/community/tele-connected mental health resources within a year of award; establishing relationships with at least one new Native American dn LGBTQIA2s+ culturally centered mental health resource. The project will increase student participation in Morris Let's Thrive, an evidence based holistic well being program, by 25% above baseline by end of project.

The Rollins College Suicide Prevention Project aims to develop a comprehensive, collaborative, well-coordinated, and evidence-based approach to suicide prevention. The primary purpose of this project is to continue building and enhancing necessary infrastructure to allow the Rollins Wellness Center to effectively respond to an alarming rate of suicidal ideation and mental illness among students on campus. This will be achieved through six key activities over the proposed three-year period: (1) creating a network infrastructure to link Rollins College with appropriate care providers from the community; (2) training gatekeepers (students, faculty, and staff) to respond effectively to those at-risk for suicide; (3) administering effective voluntary screenings and assessments; (4) providing outreach and information to promote suicide prevention efforts, encourage help-seeking, and increase awareness of crisis resources; (5) providing mental and substance use disorders prevention and treatment services to college students by employing appropriately trained staff; and (6) increasing peer-to-peer prevention and wellness opportunities. While this project will aim to address the entire campus' vulnerability to suicide and substance use disorders, there are several populations identified as being particularly vulnerable. These include a growing number of students of color; lesbian, gay, bisexual, and transgender (LGBT) students; student veterans; and those with pre-existing mental health conditions. In addition, international students, commuter students and financially insecure students have been identified as populations of focus. The activities undertaken will support an estimated 3,200 college students, staff, and faculty annually and over 5,000 students throughout the life of the project. The project will focus on the following core strategies: implementing the Suicide Prevention Strategic Plan developed by Jed Campus; developing MOUs with partner agencies for mental health, eating disorders, and substance misuse treatment that specifically support the target populations; enhancing the existing QPR Gatekeeper program and adding a You Can Help gatekeeper program; expanding life skills training across campus and through curriculum; adding in-person screenings at Wellness days/events; ensuring universal screening for depression, anxiety and suicide ideation at all Rollins Wellness Center appointments; and extensive outreach aimed at increasing help-seeking, decreasing high-risk behaviors such as binge drinking, and increasing awareness of available resources; bolstering support for students who are transitioning to Rollins by developing a strategy to identify first-year and transfer students with mental and substance abuse history and connect them to resources both prior to when they arrive and as they arrive on campus; develop and promote a Collegiate Recovery Program; and support student groups that engage in mental and behavioral health activities by encouraging student organizations to develop their own peer-to-peer wellness programming. This includes providing training, support, and funding for their programming initiatives, establishing an Active Minds chapter on campus, and partnering with student organizations that support the vulnerable and target populations identified to offer Wellness Series and other outreach programming specifically to meet the needs of these groups.

Broward College's Project Lifeline will serve the Broward College student population which has a high percentage of racial and ethnic minorities and low-income students. The project goal is to improve student mental health by reducing student risk factors and eliminating suicide and attempts through training and education; outreach; expanded mental health services capacity; and data collection to inform the use of resources for maximum benefit. Project Lifeline will vastly increase the number of students and staff able to identify, support, and/or refer students at-risk of self-inflicted injury to services and professionals who can help get them the treatment and services needed. The measurable objectives of Project Lifeline have been adapted to meet local needs, enhance College's infrastructure, and fill identified service gaps. These objectives include: Objective 1: Expanding Existing Network Infrastructure - By the end of the project period, expand the comprehensive help network by executing at least three Memorandum of Understanding with appropriate community providers or referral agencies. Objective 2: Training - By the end of the project period, a minimum of 300 faculty and staff will attend QPR Institute's Practical and Proven Suicide Prevention training. Objective 3: Outreach - By the end of the project period, a minimum of 1,500 students, staff, and faculty will attend mental health promotion training. Objective 4: Exposure to Mental Health Awareness Messages - By the end of the project period, a minimum of 6,000 students will participate in a mental health awareness event or post or like a social media message of awareness using the #BClifeline tag. Project Lifeline will serve approximately 7,800 students, faculty, and staff over the lifetime of the project - 2,600 each year of the three-year project period.

The Vikings Campus Suicide Prevention project at Berry College will bolster and expand current mental health infrastructure, outreach, education, and training. Targeted activities will reduce the consequences of serious mental illness, substance use, suicidal behavior/injury, and school failure for students. The project will significantly enhance education and outreach to cohorts of first-year students as well as male athletes, scholarship, and minority students. The 2020-2021 student body at Berry consists of 2,006 undergraduate and 119 graduate students with 100% being between the ages of 17-24 who are mostly from Georgia and nearby states. The racial and ethnic makeup of the student body is 78% Caucasian, 7% Black or African American, 7% Hispanic (of any race), 2% Asian/Pacific Islander, 4% two or more races, 1% international students, 1% unknown, and < 1% American Indian or Alaska Native with 61% female and 39% male. Berry's counseling center serves at least 18% of the student body each year and the demographics are reflective of the total student body. Berry experienced its first student suicide in over five years in January of 2021 and in the past five years has had four suicide attempts, two substance use overdoses, nine documented ER visits, 25 reports of self-harm, and 15 hospitalizations. Of those who sought services in 2019-2020, 50/307 (16%) already had a significant history of mental health issues and 64% met screening criteria for a clinical level of symptoms intake. The goals of the project are to 1) increase the capacity of the Berry community to recognize and respond to students at risk of self-harm and 2) create a comprehensive infrastructure to reduce or eliminate symptoms associated with mental illness and self-harm. A critical objective of the project is the formation of a Mental Health Committee (MHC), which will be made up of key faculty/staff, student leaders, and stakeholders representing all target populations. The MHC will oversee: the addition of the counseling center phone number and national suicide prevention hotline to all first-year student ID's; expansion and promotion of student use of the Mind Wise screening tool; the development and delivery of student and faculty/staff education modules on mental health topics; the campus-wide expansion of Mental Health First Aid (MHFA) training; the delivery and analysis of the Healthy Minds Survey; outreach on how to access services to students/parents; and the increase of on-campus behavioral health clinician capacity to 1.4 FTE. The committee will also enhance and strengthen partnerships with Floyd Behavioral Health, Highland Rivers Health, and NAMI. The Berry counseling center will continue to provide direct counseling services, train peer educators, and facilitate referrals to Virtual Care Group (VCG) to ensure increased demand does not outpace capacity. The project will allow Berry to fully train 3-4 key staff as certified MHFA trainers and 200 staff/faculty/student leaders will be trained in MHFA. 1,785 students and 50 faculty will participate in education modules, the counseling center will provide therapy/counseling to over 300 students annually, and 300 students will register with the VCG.

The University of Texas at El Paso (UTEP)'s Minority AIDS Research Center (MARC) at the College of Health Science, UTEP Police Department (UTEP PD) and the UTEP Counseling and Psychological Services (CAPS) partners in this "Hispanic Serving Institution Coordinated Campus Response for Suicide Prevention" (09/30/21- 09/29/24) through a coordinated campus response project will reduce adverse consequences of SMI/SED, SUD, including suicidal behavior , substance related injuries and school failure. Project goals are to (1) enhance mental health services for all UTEP students, including those at risk for suicide, depression, serious mental illness(SMI)/serious emotional disturbances (SED), and/or substance use disorders (SUD) by increasing campus personnel capacity for timely response; (2) establish and/or expand linkages with campus and community based organizations/departments/stakeholders to identify and refer individuals with SUD, SMI and /SED and the precursor risks (violence, COVID-19 related social determinants of health) and (3) prevent Mental and SUD and promote stigma reduction toward support seeking through health education for campus and community about resources available on and off campus for safe response and/or support-seeking. Project outcomes include campus capacity expansion for suicide prevention by increased skills among campus first responder to identify and respond to peer mental and substance use disorder (SUD) related needs, increased awareness and stigma reduction among students for support seeking, a coordinated referral services delivery system, increased access to care , student success, and, a sustainable community-campus suicide prevention infrastructure for timely documentation and response while incorporating COVID-19 pandemic related contexts. Outcomes will be achieved by training 180 campus personnel in QPR gatekeepers, 105 law enforcement and first responders in suicide prevention, intervention and postvention, peer mental and substance use disorder (SUD) prevention for 1200 students, establishing a coordinated referral and linkage system for Mental and SUD services.

Indiana Institute of Technology (Indiana Tech) proposes Warrior Mindset. The project goals are to: (1) create a network infrastructure to better respond to students at risk for suicide, depression, mental illness, and/or substance use disorders; (2) increase understanding of suicide and substance abuse prevention among students, faculty, and staff; and (3) develop a robust education and outreach program to increase awareness of available mental health resources. Indiana Tech expects to serve approximately 3,000 individuals annually, and at least 7,500 total unduplicated individuals over the three-year grant period. The target populations for Warrior Mindset are: (1) the approximately 1,500 traditional undergraduates on the Fort Wayne campus, focusing on specific populations, including students living on campus (664 students in Fall 2020), those who identify as LGBTQ (number not currently tracked), under-represented minority groups (approximately half of the undergraduate population), and student athletes (900 students in Fall 2020); and (2) the approximately 4,700 undergraduates who are pursuing degrees primarily online through Indiana Tech's College of Professional Studies (CPS), with a special focus on those who are veterans or active-duty military (620 students in Fall 2020). Key strategies include developing a network infrastructure by strengthening Indiana Tech's Behavioral Intervention Team (BIT), expanding delivery of evidence-based QPR Gatekeeper training and developing online training for CPS students, enhancing voluntary screening and assessment activities, and significantly expanding outreach and education activities to inform all students of and promote regional and national resources and services related to mental health and substance use disorders. Project objectives include: (1.1) expanding the work and partnerships of the BIT by collaborating with at least one new community partner each year; (1.2) developing a comprehensive list of local, regional, statewide, and national referral resources; (1.3) reviewing and updating the Crisis Management Emergency Plan annually; (2.1): delivering QPR training to at least one new group of students and one new group of faculty and staff each year; (2.2) compiling and making available culturally competent prevention materials targeting specific student populations; (2.3) increasing the number of voluntary mental and substance use disorder screenings by 10% annually after initial baseline establishment; (3.1) conducting the Healthy Minds survey in Years One and Three; (3.2) delivering at least four new outreach programs targeting specific at-risk populations; (3.3) developing specific resources and outreach for veteran and active-duty military students; (3.4) making mental health and substance use disorders resources available to 100% of CPS students through Therapy Assistance Online (TAO); (3.5) developing webpages that publicize local, regional, and national resources and promote linkages to statewide and national hotlines; and (3.6) working with at least two unique on-campus student groups each year to develop outreach and education programming.

Valparaiso University's Suicide Prevention Program: The More-of-Us Initiative will create a more connected and safer campus community focused on decreasing risk by collectively promoting life. This program will serve our general student body, but will specifically focus on the following student populations: BIPOC students, students identifying as LGBTQIA+, student veterans, and commuter students (populations at increased risk for suicide). University leaders and several VU campus departments and programs have volunteered their time and expertise to help develop sustainable partnerships and expand the systemic structure for managing critical student incidents, mental health emergencies, and suicide. The More-of-Us Initiative will bring together VU Counseling Services, the Department of Social Work, Student Life offices including Residential Life, Career Center, Inclusion & Student Success Services (which includes Veterans Programs), Athletics, and Campus Ministry. The More-of-Us Initiative has four primary goals. 1) Enhance mental health services for all college students; including those at risk for suicide, depression, serious mental health, and/or substance use conditions that can lead to school failure. 2) Increase the capacity to prevent mental and substance use conditions among college students. 3) Promote help-seeking behavior and reduce negative public attitudes among students, faculty, and staff at Valparaiso University. 4) Implement and continue evidence-based programs to improve the identification and treatment of at-risk college students so they can successfully complete their studies. We will meet these goals through maintaining a network infrastructure between the campus and local communities and providing evidence-based trainings, peer led programs, increase our capacity to screen for, assess, and treat suicide risk and mental and substance use conditions, and provide outreach to at risk students. We will provide QPR gatekeeper and Mental Health First Aid trainings to at least 750 students, faculty, staff, and community members by the end of the grant. We also will provide at least 30 outreach/workshop presentations about mental health/substance use services, and about suicide and suicide prevention, to our students and the local communities in coordination with Counseling Services including the Office of Alcohol & Drug Education and the Sexual Assault Awareness and Facilitative Education program, and via the following activities: a social media campaign and two annual courses on suicide and prevention and intervention training.

Supporting Lane Community College Students in Mental Health Lane Community College (LCC) has seen a rapid increase in the number of students experiencing severe mental health challenges over the last several years. Due to this, in the summer of 2020 the Mental Health and Wellness Center (MHWC) containing licensed mental health clinicians was created. This project will involve an expansion of supports and educational programming for LCC student and staff. The goals of this project are to increase usage of the MHWC, increase the number of students and staff trained on recognizing signs of mental health challenges, increase available resources for students including virtual supports, and creating holistic supports that include physical wellness, substance use, and Title IX. By carrying out this project it is the goal of the MHWC to bring mental health and suicide prevention awareness, training, and support to the students, staff, and faculty at LCC to help create a sustainable learning environment. We anticipate that 2,632 people or more will be assisted by this grant funding.

Pennsylvania College of Technology (Penn College) in Williamsport, Pennsylvania, lost two students to suicide within two months in 2020. We must take action to better serve our students and ensure there are effective programs and resources in place. Suicide Prevention through Information, Referral, Intervention and Training (SPIRIT) will serve the 4,565 students attending Penn College in the 2020-21 academic year. SPIRIT is a collaborative, evidence-based approach that will offer trainings, programming, education, assessments, and non-traditional counseling options to safeguard the well-being of all our students. Our student body is predominantly white, reflective of the surrounding communities; and more than one half (52.7%) are first-generation college students. We need to improve and enhance the support and resources we provide our students to diminish suicidal thinking and behavior. With a strong network of collaborating partners and the experience and insights we gained from a GLS grant received in 2015, we are in a position to make a meaningful impact on the college community, with training and services that help ensure we do not lose another student to suicide. We will implement several different strategies with our community partners to develop a holistic approach to suicide prevention, including: Therapy Assistance Online, mobile tools for self-directed, non-traditional mental health options; Healthy Minds Study to collect baseline data and assess current needs; Mental Health First Aid (MHFA) Training for students and faculty; Patient Health Questionnaire as a depression assessment; and MindWise screening tools incorporated into select curricula. SPIRIT will also include programming and outreach that targets vulnerable populations such as veterans, students with disabilities, and students of color. The overarching goals of SPIRIT are to (1) strengthen the network infrastructure to link Penn College with behavioral healthcare providers and obtain input from stakeholders; (2) provide training to students, faculty, and staff to prepare them to respond effectively to someone with a mental health issue, including substance abuse disorders; (3) administer voluntary mental and substance use disorder screenings and assessments; and (4) provide outreach so the entire college community is informed of available mental health resources. Measurable objectives include establishing a stakeholder coalition, providing gatekeeper training, incorporating mental health screenings into selected curricula, and ensuring access to depression screenings to students with disabilities, student athletes, and others. Penn College has the foundation in place to launch SPIRIT; a foundation that includes GLS grant experience, our network of partners, and trained and committed project staff. We estimate that we will serve 2,300 each year, for a total of 8,000 over the entire grant period.

Juniata College, located in Huntingdon, PA, requests funding for a project titled SH:ARE (Self Harm: Assess, Respond, Eliminate). This project will serve all Juniata students (approximately 1,300) annually and will especially focus on traditionally underrepresented populations. SH:ARE will be a comprehensive, collaborative, well-coordinated, and evidence based approach to enhancing the mental-health infrastructure in and around Juniata College. More specifically, SH:ARE is designed to serve a Juniata student population characterized by a high degree of diversity, including 14% domestic minority, 27% LGBTQ+, 31% first generation, and 13% neurodiverse (differences in learning and/or socialization capabilities). Evidence presented in the project shows these groups, plus athletes (especially male athletes), to be at high risk for negative mental health outcomes, in part because they tend to underutilize mental health services due to stigma and social conditioning. The most common issues reported among all students include anxiety (67.2%), depression (57.3%), stress (45.2%), family (31.2), academic performance (23.7%), relationship problem (32.4%), and interpersonal functioning (25.2%). Other concerns include identity-related stress, disordered eating, self-harm, addiction, and substance use/abuse, sexual assault, cultural concerns, and self-esteem. As the centerpiece of this project, Juniata will partner with local and regional mental health services to create the Mental Health Campus-Community Coalition (MHCCC). Creating the Coalition, which will achieve its goals through a combination of prevention training, support services, internal information sharing, community awareness and prevention campaigns, development of response protocols, and case reviews, is one of the key project goals. Other specific goals include (1) developing campus awareness of the role and impact of substance use on students' mental well-being, including implementing screening for mental health and assessments, and (2) reducing stigma and normalizing mental health and well-being practices among students, using techniques such as self-care, mindfulness, and mental health help-seeking. Specific objectives include implementing QPR Gatekeeper training and mental health first aid workshops; developing Coalition member MOUs; expanding the Lead Counselor position and hiring addition identity-aligned tele-counselors and implementing several on-line mental health training and tools. These objectives link to the goals of the project. The College has significant experience providing outreach and coordinating with organizations to serve students' mental health needs. Glaeser Counseling Center has been providing clinical counseling services to students for more than two decades. Through consecutive and ongoing U.S. DOJ/OVAW Campus Grants, Juniata also has experience with campus-community response teams with internal and external partners. SH:ARE will create its Coalition based on this model and will serve all Juniata students in the first year and approximately 2,000 students over the life of the three-year grant.

Wichita State University (WSU) is proposing a suicide prevention project whose purpose is to eliminate deaths by suicide in the University community through the increase of an infrastructure of education, training, and dissemination of information to all faculty, staff, students and their families. WSU plans to create an environment in which mental health issues are not stigmatized, seeking help is encouraged and seen as a strength, and members of the campus community step in to prevent harm to each other. This will be accomplished through the development of collaborative networks, innovative marketing campaigns, recognition and referral training programs, and educational programs. Although all members of the campus will be included, this project will work to provide targeted programs and outreach to students at particular risk including those who identify themselves as LGBTQ, military veterans, first year students and those living in campus residence halls. Particular attention will be paid to students who are often marginalized including those who are minority students or have mental health disabilities. WSU is a public state university with an enrollment of 15,550 students. It is located in the largest city in Kansas, Wichita. The University is primarily a nonresidential campus and is considered the most ethnically diverse public university in the State of Kansas. The need for comprehensive suicide prevention efforts is clear from data derived from the University's participation in national health surveys and information regarding suicide rates in the surrounding community. In 2020, surveys indicated 5.8% of students reported that they had thought about killing themselves 5 or more times, 3.5% reported that it is likely that they will attempt suicide someday, and 2.4% attempted suicide in the past year. The county in which the University resides has consistently higher rates of suicidal behavior than the national average as well. Six goals are designed to impact the entire campus as a whole by creating a permanent infrastructure change for prevention services as well as approximately 5000 persons directly over the 3 year project period. These goals are: 1) Increase student engagement in suicide prevention trainings and voluntary mental health screens, 2) Provide translations of trainings to increase participation for individuals with limited English proficiency, 3) Create and distribute trainings related to preventing substance abuse and promoting mental wellness, 4) Increase infrastructure between WSU and community mental health and suicide prevention partners

Panthers4Life aims to prevent suicidal ideation and behavior (SIB), substance use, and posttraumatic stress disorder (PTSD) among high-risk college students including Black students, first generation college students, international students, LGBT students, and Veteran students. Panthers4Life will use a comprehensive, well-coordinated, and evidence-based approach to enhance the existing infrastructure at Georgia State University (GSU) to achieve this goal. GSU is an urban public research institution in Atlanta and serves more than 54,000 students. On a given year at GSU, it is estimated that there will be 20,196 Black students, 9,858 students that identify as LGBT, 3,000 Veteran students, 13,000 first generation college students, and 3,000 international students. This project has four primary goals: 1) Establish community partnerships in the greater-Atlanta area with behavioral healthcare providers who focus on the prevention/treatment of substance misuse, PTSD, and suicidality among high-risk populations; 2) Increase training with college students, faculty, and staff at GSU to respond effectively to college students with mental and substance use disorders; 3) Administer voluntary mental and substance use disorder screening assessments; and 4) Create and implement a practicum for GSU Clinical Psychology and Counseling Psychology graduate students to provide services to GSU students focused on suicide, substance use, and PTSD. To achieve these goals, we will use the following strategies/interventions: (1) Adapt counseling and wellness websites to link students at GSU with providers who treat mental and substance use disorders in Years 1-3 (estimated to reach n=5000); (2) Disseminated activities, webinars, and newsletters on these website in Years 1-3 (estimated to reach n=500); (3) Conduct a community needs assessment in Year 1 to (a) understand current intentions and barriers to responding effectively to students with mental and substance use disorders and perceived trainings that would be beneficial and (b) cultural factors associated with mental and substance use disorders to integrate into intervention (n=400); (4) Develop and assess an online screening and brief intervention tool to provide evidence-based screening, brief intervention, and referral to treatment to GSU students for SIB, substance use, and PTSD (estimated reach, n=100 during entire project period); (5) Attend student events and conduct screening for SIB, substance use, and PTSD and provide referral to treatment as needed in Years 2-3 (estimated reach n=200); (6) Enhance outreach regarding currently offered services for substance use at GSU Counseling Center in Years 2-3 (estimated reach n=100); and (7) Implement evidence-based groups for GSU students to address suicide (e.g., emotion regulation skills training), substance use (e.g., relapse prevention), and PTSD in Years 2-3 (n=50). We estimate that through the lifetime of Panthers4Life, we will reach 7,650 high-risk students at GSU through these strategies/interventions aimed at preventing SIB, substance use, and PTSD. In sum, Panthers4Life will provide much needed prevention, treatment, outreach, and training focused on SIB, substance use, and PTSD for high-risk college students.

Texas A&M University-Corpus Christi (TAMU-CC) seeks support to enhance campus efforts that address suicide awareness and prevention. Through an interdisciplinary collaboration among the Department of Counseling and Educational Psychology (CNEP), College of Nursing and Health Sciences (CONHS), and University Counseling Center (UCC), the Islander Suicide Prevention through Education, Awareness, and Knowledge (I-SPEAK) will develop a comprehensive plan to support expanded efforts aimed at improving student mental health and wellness while concomitantly ending the stigma surrounding mental illness. Results of our proposed work include creating a network infrastructure that will link students struggling with serious mental illness and/or substance abuse, and therefore at greater risk for suicide, with appropriate and responsive campus and community-based resources. Populations served: The I-SPEAK project will target all TAMU-CC faculty, staff, and students; however, herein we place a particular emphasis on supporting individuals who self-identify with Hispanic, LGBTQA+, and post-traditional learner communities. We target these specific communities based on their identification as populations at increased risk for debilitating mental health issues, while also being far less likely to utilize available services due to attitude, stigma, and/or logistical barriers. Overall, TAMU-CC, a federally designated Hispanic Serving Institution (HIS), is home to nearly 11,000 students. In fall 2020, student demographics reflected a community that was 47.9% Hispanic, 37.2% White, 5.7% Black or African American, and 2.6% International. Most students (59.4%) are classified as underrepresented minorities and/or socioeconomically disadvantaged, and nearly half (49.1%) are first-generation college students. Given significant behavioral healthcare workforce shortages in Nueces county (home of TAMU-CC), creating a service network focused on meeting the needs of students who lack access to other resources in times of crisis addresses a significant critical need. Strategies/Interventions: The I-SPEAK project will (a) form a campus/community suicide prevention task force dedicated to the establishment of a comprehensive campus suicide prevention plan; (b) develop a campus anti-stigma campaign and create a series of interactive campus wellness zones in order to increase mental health awareness, acceptance, and treatment referral; (c) organize and host an annual mental health and wellness fair linking the campus with the community that will provide mental health and substance use screenings; (d) provide emotion regulation/resiliency training to students; (e) sponsor campus Safe ZONE training; and (f) engage students/faculty/staff in "gatekeeper" training. Goals and Objectives: Employing the above strategies, I-SPEAK will; (a) enhance mental health services for all TAMU-CC students; (b) intercede to prevent mental health and substance use disorders; (c) promote help-seeking behaviors, (d) actively reduce negative public attitudes, and (e) improve the identification and treatment of at-risk college students. Over the lifetime of the grant, we will train 2,250 students in Kognito: At-Risk for College Students, train 450 faculty and staff to be QPR gatekeepers, host three annual campus mental health and wellness fairs, provide emotion regulation/resiliency training to 600 students, and create a series of digital and interactive campus wellness zones to promote mental health awareness and early intervention.

The proposed program is based on the premise that suicide risk is three- tiered including early identification and assessment of at-risk students, referral to community resources for additional services, and enhancement of protective factors that increase resilience and provide buffers from stress while in college. The CLASS project seeks to expand and strengthen the safety net for LaGuardia students at risk for mental health concerns, in particular suicide, and seeks to promote suicide awareness through prevention, intervention, and co-curricular prevention programming. The overall goals of the CLASS program project are to increase awareness of mental health and suicide awareness through evidence-based and best practice trainings. This will include providing faculty, staff and students with helpful tips and resources that improve their comfort level when asking necessary questions that might prevent suicide, and how to assist a student in seeking help; decrease stigma and increase awareness of mental health issues and suicide awareness especially among high risk and non-English speaking populations on campus; and promote resilience or protective factors including assisting college students in identifying a trusted person in their support network and to ask for help. Measurable objectives include having the Wellness Center, Health Services, Recreation Staff and key Public Safety officers participate in the Mental Health First Aid training during the project's first year. This will total about 20 persons. Four LAGCC Staff will become certified trainers in MHFA as documented by certification. In addition, we expect that 100 Students and 30 Graduate Mental Health Counseling and Social Work Interns will participate in MHFA Training during the three years of the project as captured by attendance records. Students will also be recruited from our Peer Educators, Student Government Association, Student Clubs and through Volunteer applications. We will also implement student workshops in English and other languages (e.g. Spanish, ASL) in order to promote awareness and accessibility for all students, engaging at least 1,000 students during the project period.

More Aware is a comprehensive, collaborative, innovative, and unified approach to improving student mental health and wellness across the Kent State University (KSU) eight-campus system. Evidenced-based gatekeeper trainings, mental health screenings, and peer-led wellness programs and educational campaigns, designed for a diverse group of students and including those most at-risk, are the defining features of the initiative. KSU has approximately 36,264 students and 4,582 faculty/staff. Healthy Minds Survey found KSU students have a higher rate of depression, anxiety, and suicidal ideation compared to college students nationally. Online HANDS Depression screening through KSU between 2016-2020 found 35% to 40% of people responded they thought about wanting to end their life in the past two weeks some of the time to all of time. The University Registrar reported 18 suicides and 8 overdose deaths from 2016-2020. More Aware will focus on five key areas. 1. Infrastructure: The initiative will collaborate with campus and community stakeholders to support a comprehensive and coordinated infrastructure to expand and enhance mental health services and programming, increase help-seeking behavior, and reduce negative attitudes related to mental illness. 2. Gatekeeper Training: The initiative will offer comprehensive gatekeeper options for students, faculty, and staff: Mental Health First Aid, Kognito (versions for students and faculty & staff), QPR, and V-A-R. (Gatekeeper certifications: 4,200/year; 12,600 total) 3. Mental Health Screening: The initiative will promote online/in-person mental and substance abuse screenings and distribute mental health and substance use educational materials at in-person screenings. (Screenings: 4,000 year 1; 5,000 year 2, 6,000 year 3; 15,000 total) 4. Awareness of Mental Health Services: The initiative will work closely with the KSU CARES Center and Student Multicultural Center to unify mental health promotional efforts and ensure the print and social media campaign is appropriate for a diverse group of students. Hear to Help, a campaign that identifies those who have taken a gatekeeper training, will be marketed and made available to other institutions. (Promotional views: 100,000 year 1; 150,000 year 2; 200,000 year 3; 450,000 total) 5. Disseminate Educational Materials: Eight U Goods, peer-led programs designed to enhance mental wellness, increase resilience, and improve coping strategies, will be held each year. The most successful U Goods will be manualized and made available to other institutions. Peer mentors will educate and connect students to resources on mental health and substance use disorders. (Students receiving peer support: 200 year 1; 300 year 2; 400 year 3; 900 total) Ongoing data will evaluate the effectiveness of the initiative and guide its implementation.

Project SPEAK - Suicide Prevention Education And Knowledge - will address suicide, mental health, and substance abuse issues at Daytona State College by engaging students and employees in training, education, and awareness activities, and by improving systems for identifying and serving at-risk students. Designed to serve the full campus community, the project also will address needs of target populations including athletes, LGBTQ+ individuals, veterans, as well as low income, first generation, and residential students. Daytona State College has six campuses in Flagler and Volusia counties in east central Florida enrolling more than 20,000 students in associate and baccalaureate degrees as well as career certificate, adult education, and ESOL programs. Student population characteristics include: average age 26; 38% full-time and 62% part-time; 60% female and 39% male; 60% White, 12% African-American, and 17% Hispanic. The goal of Project SPEAK is to prevent suicide and substance abuse within the student population of Daytona State College through advocacy, events, and services to 4,400 people. Objectives for the project include: 1) Project SPEAK will design and implement an online system for tracking information regarding mental health and substance abuse-related incidents to facilitate identification, service delivery, and follow-up for students and accurate data collection for the College. 2) The Project will partner with 3 or more external agencies to ensure adequate mental health and substance abuse resources are available to students. 3) The Project will deliver awareness, referral, and crisis training on suicide prevention, mental health and/or substance use disorders for up to 250 students, faculty, and staff per year. 4) The Project will disseminate educational information and awareness messaging at 10 or more campus events each year, and via television programming and PSA's (estimated 1,000 views per year) and social media outlets to promote help-seeking behaviors and reduce the stigma related to suicide, mental health, and substance abuse disorders. 5) The Project will implement a voluntary mental health and substance use disorder screening/ assessment process and subsidize costs for up to 50 eligible students.

The proposed project will engage resources at Navajo Technical University to enhance mental health services for all college students while more strongly emphasizing prevention. The overall approach of the project is the provision of culturally appropriate mental wellness education and services. The project will focus on students enrolled at Navajo Technical University in Crownpoint, New Mexico. Navajo Technical University (NTU) is a tribal university chartered and owned by the Navajo Nation with over 2,000 students enrolled across five campuses. For the next three years, program activities will include: Prevention and Awareness: The project staff will coordinate evidence-based training for all students, faculty, and staff to respond effectively by building skills to support emotional health, recognize distress, and provide effective support. Culturally Informed Outreach: Using evidence and feedback from students, the project team will coordinate and offer regularly scheduled culturally appropriate student outreach activities. The project team will also establish outreach channels from the main campus to satellite campuses of the university. Culturally Informed Intervention: The project will enhance network infrastructure and incorporate new culturally appropriate services including traditional healers and conventional service providers who have a Native background.